Policy, Experience and Change: Cross-Cultural Reflections on Inclusive Education

Abstract

SCOPE OF THE SERIESeducation in a world characterised by rapid social, economic and political change. The question of inclusion and exclusion will be viewed as a human rights issue, in which concerns over issues of equity, social justice and participation will be of central significance. The series will provide an inter-disciplinary approach and draw on research and ideas that will contribute to an awareness and understanding of cross-cultural insights and questions. Dominant assumptions and practices will be

Inclusive Education at the Heart of Mainstream Language Pedagogy: Perspectives and Challenges

“…In fact, an individual may not fully understand the intricacy, multidimensionality and challenges of inclusive education, unless he is confronted with its practical implications (Berhanu, 2011). Furthermore, Timmons (2008) suggested the investigation of the development and enhancement of pedagogical tools and skills, and the various ways of addressing the concerns of teachers with regard to their preparedness to meet the diverse needs of all learners in inclusive classrooms since these are some of the research areas that are not yet explored in the context of inclusive education. Hence, this suggested a dearth of researches on the pedagogical practices and skills of teachers in the delivery of inclusive language instruction.…”

“…(Participant 2) This is based on the presumption that the goal of inclusive education is to eradicate social exclusion as a repercussion of responses and attitudes regarding differences in terms of social class, ethnicity, race, religion, ability, and gender (Vitello & Mithaug, 1998, as cited in Ainscow, 2005). Hence, inclusion is, indeed, a basic human right that creates the pillar for a more unprejudiced community (Ainscow, 2005), and a strategic tool for the realization of a democratic instruction (Slee, 2008). Likewise, inclusivity puts forth the concept on community-based schools 'without walls', that is, the practice of education depends on the philosophies of equality and participation including the opportunities recognizing the diversity and aspirations of learners (Armstrong & Barton, 2008).…”

“…Hence, inclusion is, indeed, a basic human right that creates the pillar for a more unprejudiced community (Ainscow, 2005), and a strategic tool for the realization of a democratic instruction (Slee, 2008). Likewise, inclusivity puts forth the concept on community-based schools 'without walls', that is, the practice of education depends on the philosophies of equality and participation including the opportunities recognizing the diversity and aspirations of learners (Armstrong & Barton, 2008).…”

“…Teachers' lack of knowledge due to inadequate training is one of the focal barriers to inclusion (Forlin, 2001, as cited in Florian, 2008). Other factors are their lack of confidence about the adequacy of their professional preparation, special educator assistance, expertise, and resources (Timmons, 2008) and their wide variations in terms of attitudes, lack of information and awareness about disability and their inability to respond and address effectively the needs of their students (Lowe & McDonell, 2008). Likewise, unintentional attitudinal barriers are reported to be constraints in the promotion of inclusive education since this relates to inadequate knowledge, understanding, education, or effort on the concerned educational system or staff (Pivik, et al, 2002).…”

“…Inclusivity has been gaining prominence in the educational arena even before the turn of the century. Armstrong and Barton (2008) even stressed that "inclusive education became -and remains -a flagship idea which has inspired many local education authorities, schools, teachers and communities to engage in projects to transform cultures and practices in schools in celebration of diversity" (p.5). In reality, the issue of inclusion is regarded as an immense challenge facing school systems worldwide (Ainscow, 2005).…”